Investigating the Current Status of Awe-Inspiring Education Dimensions from the Perspective of Elementary School Teachers and Principals in Khuzestan Province
Keywords:
Surprise, Surprise EducationSurprise Education, Teaching Strategies, School Policy, Elementary School, ValidationAbstract
Purpose: This study aimed to investigate the current status of the dimensions of awe-inspiring education from the perspective of elementary school teachers and principals in Khuzestan Province.
Methodology: The present study is applied in nature and follows a quantitative approach, utilizing a survey method. The statistical population included all principals and teachers working in schools across Khuzestan Province. A multi-stage cluster sampling method was used to select eight regions from the province, resulting in a total sample of 717 teachers and 211 principals.
Findings: The findings of this study indicate that the awe-inspiring education scale and all of its subscales exceed the average with more than 99% confidence. In other words, the current status of awe-inspiring education and its 14 subscales are significantly above average. Additionally, based on the calculated mean scores, the conditions related to the emotional and psychological state during teaching and child-centered education are better than other factors. The data also reveal that the ranking of the dimensions of the awe-inspiring education scale significantly differ from each other with more than 99% confidence.
Conclusion: Over the past decade, the role of awe in education has attracted increasing attention, likely as a counterbalance to the emphasis on efficiency, effectiveness, and standardized test results among students. Therefore, although similar studies have been conducted in Iran, they are not substantial, and it is necessary to recommend that teachers and principals in schools do not overlook the role of awe-inspiring education.
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